THE IMPACT OF TEACHERS’ WELFARE PACKAGE ON TEACHERS’ JOB SATISFACTION
ABSTRACT
The purpose of this study was to look at the impact of the teachers' welfare package on job satisfaction in Edo State's Orhionmwon Local Government Area. As a result, the sample comprised of eight secondary schools, from which 80 respondents were selected. In order to conduct the inquiry, a questionnaire was prepared and delivered. The chi-square method was used to collect and analyse data. The researcher concluded that teachers in Edo State's Orhionmwon Local Government Area were more satisfied with their jobs after implementing a welfare package. Recommendations were issued appropriately.
TABLE OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgement iv
Table of Contents v
List of Tables viii
Abstract ix
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of Problem 6
1.3 Hypotheses 7
1.4 Purpose of Study 8
1.5 Significance of Study 8
1.6 Delimitation of Study 9
1.7 Definition of Terms 9
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 13
2.1 Theoretical Framework 14
2.2 Theories of Motivation 15
2.3 Content Theories of Motivation 15
2.4 Process Theories of Motivation 20
2.5 Reinforcement Theory 21
2.6 Equity Theory 31
2.7 Function of Welfare Packages 33
2.8 The National Joint Negotiating Council for Teachers 34
2.9 The Udoji Committee 35
2.10 Agitation of Teachers’ Salary Advancement (TSA) 36
2.11 Procedures on Retirement and other exits in the
Teaching Service 37
2.12 Concepts and Definitions on Job Satisfaction 40
2.13 Effect of Welfare Practice on Job Satisfaction 42
2.14 Summary of Review of Literature 42
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design 44
3.2 Population of the Study 44
3.3 Sample and Sampling Technique 45
3.4 Research Instrument 45
3.5 Validity of Instrument 46
3.6 Reliability of Instruction 46
3.7 Method of Data Collection 47
3.8 Method of Data Analysis 47
CHAPTER FOUR: ANALYSIS AND INTERPRETATION
OF DATA
Hypothesis 1 48
Hypothesis 2 49
Hypothesis 3 51
Hypothesis 4 52
Discussion of Findings 54
CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of Findings 56
5.2 Conclusion 57
5.3 Recommendations 57
References 58
Appendix 62
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is a means of disseminating society's perceived and immediate rules and values. It is also a technique of preserving traditional societal norms and values. Education fulfils national goals. As a result, it is often assumed that no amount of educational reform or development will be sufficient to overcome instructors' aspirations. It is critical to underline that in order for any national educational ambitions to be reached, the teacher component must be prioritised; the teacher is at the core of educational progress and the primary determinant of the education system. The basic assumption that teachers are underserved by both the government and the business sector must be considered. The need for teachers, both graduates and non-graduates, cannot be overstated; nonetheless, the growing disdain for the teaching profession is likely to impede educational advancement. Teachers are frequently neglected, thus they are nicknamed a variety of names. Teachers no longer enjoy the respect they once did during their missionary days, and all of this tends to stifle the profession. The teacher welfare packages could be described as goal-directed behaviour. The welfare packages for teachers also consider the individual's desires and how they might be met in the classroom setting. Job satisfaction has been the topic of numerous research at educational institutions. There have been numerous publications about it. Hoppock (1997) and Houser (1999) pioneered research on the nature, causes, and correlates of job satisfaction, which has mushroomed in educational organisations. Much of the research on the notion is conducted because it is a fascinating topic. The concept of job satisfaction is based on the assumption that a contented worker is always productive and effective. Many studies link job happiness to the employee's attitude. Job satisfaction is more than just need fulfilment; while a teacher's needs may be met, his emotions of pleasure will be heavily influenced by whether he believes he compares favourably to others in similar jobs, positions, or areas. The teacher's perspective of his job situation will be closely tied to the values he assigns to the many components of his profession and its surroundings as sources of satisfaction and unhappiness. Job satisfaction is the sense of success that comes from participating in various job activities and receiving rewards. Satisfaction stems from the achievement of a desired aim. The aims of the 6-3-3-4 educational system are still very relevant today, if only there are satisfied teachers who are committed to carrying out their instructional tasks. These goals are based on the following: a free and democratic society; a just and egalitarian society; a united, robust, and self-sufficient nation; a powerful and dynamic economy; and a land with many opportunity for all residents. The other components of the educational system are taken into account. These include financing, infrastructure, facilities, and equipment, among others. The National Joint Negotiating Council for Teachers was established in 1994. The Council made various suggestions to the government, which accepted them in part. There was also the Ashby Committee, which was established by the federal government in 1967. One of its terms of reference was to recommend appropriate salary grading for duty jobs based on salary scales previously established in the mentioned sessional paper No. 2 of 1995. There was also the Udoji salary and the recent Teacher Salary Advancement (TSA), which resulted in an 18 percent minimum wage increase. All of the committees that were formed proposed various teacher welfare packages, which were then enacted. However, the high cost of living and the desire for better living conditions have resulted in a series of present-day agitation on the part of teachers, who have complained about the 18% current-day wage, and welfare packages have shown to be insufficient. In other words, instructors' job satisfaction would decrease. The trend would undoubtedly have an impact on the educational system's products as well as the system itself. Given this context, this study would seek to investigate the impact of welfare packages on work satisfaction. The teachers' and governments' roles would be investigated. The following questions would direct the investigation: Does the teacher's benefit package affect their job satisfaction? To what extent do government limits on teacher welfare packages influence teachers' job satisfaction? Will timely and ongoing monitoring of government choices on welfare packages affect teacher job satisfaction? Is teacher job satisfaction solely dependent on their benefit package? To what extent do sex and qualifications influence teacher welfare packages?
1.2 Statement of Problem
On May 1st, 2010, the president of Nigeria pledged new benefit packages to Nigerian civil servants, including teachers, that recognised the 27.5%, the eighteen thousand naira minimum pay, and the teachers' salary advancement (TSA). The installation of these new packages, like any other, has prompted a variety of welfare package comments. What is the relationship between teacher benefit packages and teacher job satisfaction? The purpose of this study was to determine the relationship between teachers' benefit packages and their job happiness.
1. Does welfare package have influence on teacher’s job satisfaction?
2. Does gender have influence on teacher’s job satisfaction?
3. Does the attitude of the principal have influence on teacher’s job satisfaction?
4. Do government policies have influence on teacher’s job satisfaction?
1.3 Hypotheses
On the basis of the problems, the following hypotheses are put forward:
1. Welfare package does not significantly have influence on teachers’ job satisfaction.
2. Gender does not significantly have influence on teacher’s job satisfaction.
3. Attitude of principal does not significantly have influence on teachers’ job satisfaction.
4. Government policies do not significantly have influence on teachers’ job satisfaction.
1.4 Purpose of Study
The purpose of the study is to analyze the welfare package on the job satisfaction usually if teachers are motivated due to good teacher’s welfare packages, the aspiration, objectives and goals of the present 6-3-3-4 system of education would be met, there would be an attraction of qualified and enthusiastic teachers that would facilitate a successful implementation of the nation’s 6-3-3-4 system of education.
1.5 Significance of Study
This study is significant as it will be of assistance to teachers, principals and researchers. It would go a long way in helping both teachers and administrators know the needs and areas where welfare packages would be used to motivate teachers.
Teachers would also be aware of those needs entitled to them. Administrators would be in a better perspective in formulating policies that would be able to be implemented with resource and those that would not encounter problems in the implementation of welfare practices.
1.6 Delimitation of Study
The research covers principals and teachers in secondary schools that make up the present Orhionmwon Local Government Areas of Edo State.
1.7 Definition of Terms
Job satisfaction is any combination of environmental circumstances that can cause a person to say “I am satisfied with my job” (Hoppoch, 2001).
The concept of job satisfaction is a compound of various attitudes which a teacher has and exhibits towards his work situation. Satisfaction as used in this study is synonymous with contentment.
Motivation: Motivation is the inner state that energizes, channels and sustains human behavior (Glueck, 1998). Motivation is a complex of forces, drives, needs, tension, states or other internal psychological mechanisms that start and maintain activity toward achievement of personal goals.
Teacher Incentives: Incentives are the organizational counterpart to individual’s motivation, that is, a worker receives incentives from the employing organization in return for being a productive member. Incentive can be taken to be the new rewards or punishments given in exchange for an individual’s contribution to the same thing as job situation.
Work Performance: Vroom (1964) maintains that the level of performance is a constantly increasing function of the motivational level, while conceding that the difficulties in precise measurements make an accurate determination of the function impossible. Performance is a function of ability multiplied by motivation. Performance = F (ability X motivation).
Work is an activity which is directed towards the production of goods and services which typically have a value in exchange, and which is carried out for a valuable consideration. Work is also the expenditure of energy on activities prescribe by oneself or others for the accomplishment of some purpose.
Equity Theory: Equity theory focuses on individual needs factor and the environmental factors particularly rewards. What this study refers to as equity has a central team, that rewards such as pay are important motivators of behavior the major cause (motive) leading to work performance and satisfaction is the degree of equity or inequity the employee perceives in the work place. A person perceives an inequity when he or she is under rewarded or over-rewarded.
Performance output Expectancy: When an individual engages in or contemplates a certain behavior, there is in that individual’s mind the expectation of certain consequences from that behavior. For example, a worker who is thinking about doubling his result in praise, more pay or perhaps no reward at all. The worker may even expect that the outcome will affect the individual’s decision on whether or not to proceed with contemplated behavior.
Effort-Performance Expectancy: The individual’s expectations of how difficult it will be to achieve successful performance will also affect the individual’s decision on whether or not to proceed with that performance. For example, an individual may be told that increasing sales by fifty (50) percent will lead to a much desired salary increase. Before deciding whether or not to purse the sale increase, the individual must estimate the probability that he or she will be able to achieve it.
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